Professional Documents
Culture Documents
Purpose
The purpose of this thesis is to explore the ways classroom interaction inhibits or promotes interactional modifications in the language production of students.
Aims
Two aims are set out: The first one is to replicate Fosters study (1998). The second one is to explore the three parameters suggested in such study (Foster,1998, p.5): i) speech production; ii) comprehensible input; iii) modified output in order to see if and how task types and participant structures affect speech production and interactional modifications
Does the obligation to transfer information during a task cause students to talk more? Is there a difference in the amount of language produced by students working in groups compared to those working in dyads? (Foster, 1998)
Literature review
Qualitative aspects 1. Negotiation of meaning is well and alive in lab conditions. 2. Transferability to a real classroom scenario. Few interactional modifications . Pretend and hope strategy was used. 3. Results partially supports Fosters findings It adds participants interviews.
Present study
Hypothesis
It may be the case that introducing the variable of Foreign Language contradicts the original findings in Fosters study.
Methodology: tradition
The design of this study integrates a qualitative scope with some quantitative measures namely c-units (Chaudron, 1985; Doughty, 2000 a, b).
Setting
School of Languages of the State university of Puebla (Benemrita Universidad Autnoma de Puebla-BUAP). Out-reach EFL program: Seasonal Courses; EFL upper-intermediate group
Participants
10 Participants identified by pseudonyms same L1 background & Nationality 6 females and 4 males. Their ages range from 20-36. Representing two professional profiles
Professional profiles Pseudonym M.A. in Business administration B.A. in Management Nashielly, Rodrigo, Laura, Victor and Karla Francisco, Patty, Roco, Dulce and Alberto
3. Consensus, the great diamond robbery (optional info-exchange in groups) 4. The Supersaver map (required infoexchange in groups)
Results
Students in dyads and groups
Mp3 recorder identified by initial Nashielly Task 1 1a Karla Francisco 1b Patty Roco
1c Victor
1d
Alberto 2a Laura
1e
Rodrigo 2b Francisco Patty Roco 2e Alberto 3a Laura Rodrigo
2c Victor
Nashielly
Karla 2d Dulce
Group Task 3
(Optional information exchange)
Francisco
Karla
Roco
3b
Patty
Dulce
Nashielly
Laura
Rodrigo 4a
Alberto
Victor
Francisco
Laura
Dulce 4b
Victor
Rodrigo
Alberto
Karla
Patty
Nashielly
Rocio
327
698
371
Dyad Task1 Dyad task 2 Group task 3 Group task 4
620
190
137
184
30.75%
61
80
1 (a-e)
76 96
18.65%
11.46%
15.48%
20.49%
71
76
80
85
4 (a-b)
21.56%
2 24
Syntactic
40 10
Conclusions
Assumptions
Swain (2005) calls a necessary endeavor to reproduce more studies that show the phenomenon of negotiation of meaning within EFL real classroom scenarios. In EFL scenarios is up to the teacher to recreate the interactional conditions that otherwise are taken for granted in L2 classrooms. EFL students need to be trained to fulfill communicative referential tasks purposes in a FL environment
Conclusions
1. 2.
3.
Participants produced a significant number of interactional modifications. The conscious raising grammar task, in pairs, triggered a significant amount of morphological modifications in the usage of the inflectional particle s in the 3rd person singular. Required and optional information exchange tasks generated similar amounts of language production, negotiation and output moves.
Thank you!